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MHIMIIIII Hill Hill mil Hill 



021 731 609 1 I 



HoUinger Corp. 
pH 8.5 






STATE OF SOUTH CAROLINA 



SPECIAL INSTRUCTIONS 



FOR THE 



Organization of Rural 
Graded Schools 



Prepared for the State Department 
of Education by the State 
Supervisor of Element- 
ary Rural Schools. 




Issued by J. E. SWEARINGEN. 

State Supt. Education 

1914 



To Trustees and Teachers: 



S4 



The growth of rural graded schools employing two teachers or 
three teachers has brought better educational facilities to nearly 
300 districts containing nearly 25,000 children. 

This bulletin is reprinted for four reasons : — 

1. To emphasize the necessity of careful organization, especially 
in the first four grades. The daily programs for two-teacher and 
three-teacher schools are especially recommended for careful 
examination. Every school receiving State aid must file with the 
State Superintendent a copy of each teacher's daily program 
before this aid can be paid. 

2. To call attention to the supplementary reading books, and, 
incidentally, to the 1914 Library List. 

3. To urge proper equipment in each classroom. In many 
schools this minimum equipment can be improved, especially in 
blackboards, maps and desks. 

4. In the hope of stimulating lagging communities to take 
advantage of the rural graded school Act. 

Each school should file at the end of the first month its applica- 
tion for State aid during the current year. All such applications 
should reach the State Superintendent between December 1st and 
December 15th. 

If principals and teachers would forward specimen programs 
without written requests, their co-operation would facilitate the 
handling of applications by the State Department of Education. 

At the close of the session each principal should file his annual 
report with the State Superintendent of Education, the County 
Superintendent of Education, and the Clerk of the Local Board 
of Trustees. Schools failing to forward this report are liable to 
forfeit their right to State aid the ensuing year. 

The three-teacher school guarantees adequate instruction. 
South Carolina needs at least 500 such educational centers. The 
present development points to the establishment of many addi- 
tional high schools and rural graded schools during 1914-15. 
Respectfully, 

J. E. SWEARINGEN, 
State Supt. of Education. 






THE RURAL GRADED SCHOOL 



At the annual session of 1912 the General Assembly of the State 
of South Carolina passed the following Act, which had been 
introduced by Representative W. H. Nicholson of Greenwood. 

Rural Graded School Law. 

An Act to provide for consolidated and graded schools in 
country districts, and to appropriate fifteen thousand- dollars to 
encourage the same. 

Section 1. Be it enacted by the General Assembly of the State 
of South Carolina, That not less than fifteen thousand dollars be 
appropriated annually for the purpose of assisting rural school 
districts in the establishment, maintenance and improvement of 
rural graded schools under the conditions and provisions of the 
following sections of this Act : Provided^ That the amount hereby 
appropriated shall be expended from the sum appropriated under 
the terms of Term Extension Act of 1910, Act. No. 431, page 791. 

Sec. 2. When any rural district in South Carolina shall levy 
and collect a special school tax of not less than four (4) mills^ 
and when a school in such district employ's two certificated 
teachers for a school term of not less than six months, and when 
such school has an enrollment of not fewer than fifty pupils and 
an average daily attendance for the session of not fewer than 
thirty pupils, and when such school is taught in a comfortable and 
sanitary building provided with the minimum equipment pre- 
scribed by the State Board of Education, and when it uses a 
course of study and classification approved by the State Board 
of Education, it -shall be entitled to receive State aid under this 
Act to the amount of $200.00 per year. 

Sec. 3. When any rural school district in South Carolina shall 
levy and collect a special school tax of not less than four (4) 
mills, and when such school employs three or more certificated 
teachers for a school term of not less than seven months, and 
when such school has an annual enrollment of not fewer than 
seventy-five pupils and an average daily attendance for the ses- 
sion of not fewer than forty pupils, and when such school is 
taught in a comfortable and sanitary building provided with the 



minimum equipment prescribed by the State Board of Education, 
and when it uses a course of study and classification approved by 
the State Board of Education, it shall be entitled to receive State 
aid under this Act to the amount of $300.00 per year. 

Sec. 4. No district which receives State aid under the provi- 
sions of the High School Act, or of the Term Extension Act shall 
receive aid under the provisions of this Act. No district which 
contains an incorporated town with more than three hundred 
inhabitants shall receive aid under the provisions of this Act. 

Sec. 5. It shall be lawful for the school trustees of a district 
to use the State aid obtained under the provisions of this Act to 
furnish public conveyance of children to the school, when in the 
opinion of the trustees and the County Superintendent such action 
is wise and expedient. 

Sec. 6. The State Superintendent of Education may refuse aid 
under the provisions of this Act, if it is made to appear to him 
that the expenditure would be unwise and detrimental to the 
interest of free school education in said district. 

Sec. 7. The State Superintendent of Education, with the State 
Board of Education, shall provide rules and regulations for the 
distribution of this fund, and shall publish such regulations to the 
various County Superintendents of Education, who, in turn, shall 
publish them to the various district trustees. 

Sec. 8. Applications must be filed in order of their receipt, and 
paid or refused in the same order. 

Sec. 9. All Acts or parts of Acts inconsistent with this Act be, 
and the same are hereby, repealed. 

Act No. 497, Statutes 1912. 

A clause of the Bill set aside $15,000 of the Term Extension 
appropriation for the purposes of this Act. 

In the Appropriation Bill of 1914 a special appropriation of 
$60,000 was made with which to carry out the provisions of this 
Act. On April 12, 1912, the State Board prescribed the follow- 
ing minimum equipment for schools receiving State aid under 
this Act : 

(1) Each teacher to be provided with separate room. 

(2) Comfortable desks for teacher and for pupils. 

(3) Proper ventilation and good heating in winter. 

(4) At least twenty lineal feet of good blackboard per class- 
room, with crayon and erasers. 



(5) Maps of the United States, South Carolina, North Amer- 
ica, South America, Europe, Asia and Africa. 

(6) Library of at least one hundred volumes. 

(7) Two separate and well-kept closets. 

This Act was at once enthusiastically received by the County 
Superintendents and Rural School Boards of the State. 

Many of them have expressed the opinion that it is the most 
stimulating piece of legislation which has yet been passed for 
the advancement of the country school of the best type. The 
required four-mill special tax has already been levied in many 
districts in order that the rural schools in these districts might be 
enabled to qualify for recognition as rural graded schools. Each 
year will mark an increase in the number of schools which have 
been stimulated to increased activity and efficiency by this law, 
and it is confidently expected that the Legislature will continue 
to recognize its beneficent effects and will increase the appropria- 
tion to meet the needs. At the close of the scholastic year 1913- 
1914 the following schools had complied with the provisions of the 
law and had received assistance from the State appropriation : 



LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, 
JULY 1, 1913, TO JUNE 30, 1914. 



County. 


School. 


(3 


HI 

u 
eS 





a 

o 
u. 
d 
H 








20 
39 
3 
2 
5 
6 
7 
8 
13 
16 
18 
19 
21 
28 
32 
33 
35 
36 
48 
50 
51 
52 
53 
56 
57 
58 
64 
68 
69 
11 
16 
10 
23 
31 
47 
6 
35 
11 
18 
20 
29 
10 
19 
28 
29 
39 
14 
20 
26 
27 
3 
5 
20 
26 
30 
44 
8 
11 
12 
13 
18 
19 
20 
24 
26 
27 
28 
30 


2 
3 
3 
3 
3 
3 
2 
. 3 
2 
2 
2 
2 
3 
2 
3 
2 
2 
2 
3 
4 
2 
3 
4 
2 
3 
2 
2 
3 
2 
2 
2 
3 
2 
2 
2 
4 
2 
2 
2 
3 
3 
3 
2 
3 
3 
4 
3 
3 
3 
2 
2 
2 
2 
2 
3 
2 
4 
2 
3 
4 
7 
2 
3 
2 
2 
3 
4 
3 


140 

160 

120* 

120* 

140 

140 

160 

160 

140 

120 

160 

120 

120* 

140 

140 

140 

120 

120 

140 

140 

120 

140 

140 

120 

140 

140 

120 

140 

120 

180 

160 

160 

120 

180 

180 

140 

130 

180 

180 

180 

140 

140 

120 

140 

120* 

160 

135* 

154 

170 

140 

160 

160 

120 

120 

140 

120 

160 

140 

160 

180 

160 

160 

140 

140 

160 

140 

160 

180 


54 
108 

98 
121 

94 
133 

85 
152 

71 

72 
136 
111 
135 

74 

96 

92 

59 

72 
188 
162 

87 
104 
174 
114 

78 
125 

58 
137 

99 

61 

57 

90 

74 

58 

73 
131 

77 

93 

57 

61* 
124 

83 

98 
164 
101 
124 

92 
143 

87 

60 
104 
103 

75 

72 
102 

60 
122 

75 

76 

71* 
288 

64 

63* 

78 

65 
128 
128 

86 


30 






72 


Aiken 


Beulah 


74 




Denver 


77 






56 






100 






55 






96 






37 




Long Branch 


46 




Mountain View 


59 






65 






77 






39 




Three-&-Twenty 


61 






71 




Friendship 


43 




Cleveland 


38 




White Plains 


75 






86 






59 






59 




Zion 


103 


' 


Welcome 


54 




Broyles 


46 




Central 


72 






37 






72 






61 


Bamberg 


Govan 


48 


Hunter's Chapel 


35 




Healing Springs 


64 




Hercules 


40 






53 






43 


Berkeley 


St Stephens 


99 


Holmes 


45 




Edgmoor 


67 




Bascomville 


32 






40 






62 


Chesterfield 


Union 


49 


Center Point 


51 




Mount Croghan 


121 




Ruby 


75 




McBee 


98 


Clarendon 


Oakdale 


63 




82 




Davis Station 


52 




Trinity 


36 


Colleton 


Williams 


56 




52 




Buck Head 


36 




Ruffln 


47 






55 




Peniel 


33 


Darlington 


Swift Creek 


90 




48 




High Hill 


52 




St. Davids 


51 






209 






33 




Philadelphia 


40 






51 






34 






65 




Clyde 


69 






64 









♦The star indicates that the school has fallen below the standard in one or more 
particulars during the past scholastic year. 



JULY 1, 1913, TO JUNE 30, 1914.— Continued. 

LIST OP RURAL GRADED SCHOOLS RECEIVING STATE AID, 

JULY 1, 1913, TO JUNE 30, 1914.— Continued. 



County. 



School. 











o 


OJ 




-a 








c3 






5 


^ 


4 


3 


6 


3 


13 


S 


16 


2 


17 


2 


18 


2 


19 


2 


21 


3 


22 


2 


30 


2 


9 


2 


4 


2 


7 


2 


13 


3 


19 


3 


37 


3 


39 


4 


51 


2 


54 


4 


23 


4 


2A 


3 


4A 


3 


6A 


2 


llA 


2 


12A 


3 


9B 


3 


30 


2 


4C 


2 


IOC 


3 


13C 


2 


IID 


3 


IE 


3 


5E 


2 


9E 


2 


12E 


3 


IF 


2 


3F 


2 


4F 


3 


9F 


2 


12F 


2 


13F 


2 


4G 


3 


7G 


2 


131 


2 


13J 


2 


4 


3 


21 


3 


2 


2 


7 


3 


9 


2 


11 


2 


17 


3 


18 


3 


57 


2 


69 


2 


76 


2 


80 


4 


88 


2 


99 


2 


2 


3 


9 


3 


11 


2 


12 


3 


13 


2 


18 


2 


29 


2 


46 


2 



Si ^ 



H 






Dillon 



Dorchester 
Edgefield . 

Florence . . 



Georgetown 
Greenville .. 



Hampton 
Horry . . 



Jasper .. 
Kershaw 



Little Rock . . . . 

Minturn 

Union 

Kemper 

Bermuda 

Manning 

Mt. Andrew . . . . 

Dalcho 

Oak Grove 

Pleasant Hill . . . 

Harlevville 

Flat Rock 

White Town 

Ebenezer 

Hyman 

Elim 

Coward 

Powell 

Prospect 

Good Hope 

Old Hundred . . . 

St. Albans 

East Gantt 

O'Neal 

Ebenezer 

Taylors 

Standing Springs 

Grove 

Berea 

Highland 

Double Springs . 

Chandler 

Plinev 

Reid ' 

Travelers Rest . . 

Columbia 

Hopewell 

W. A. Pepper. . . 
Mountain Lodge 

Bellvue 

Mitchell 

Golden Grove . . . 

Oak Grove 

Beaver Dam .. . . 

Tyger 

Early Branch . . 

Furman 

Evergreen 

Green Sea 

Little River . . . 

Socastee 

Wannamaker . . . 

Loris 

Sweet Home . . . 

Maple 

Toddville 

Spring Branch . 

Waccamaw 

Aynor 

Gillisonville . . . . 
Great Swamp . 

Trinity 

Blaney 

Three C's 

Beaver Dam . . . 

Lugoflf 

Stoneboro 



180 

160 

160 

120 

120 

170 

160 

160 

160 

140 

160 

120 

130 

180 

160 

140 

160 

100* 

150 

140 

140 

140 

124 

130 

140 

160 

120 

120 

140 

120 

140 

140 

120 

130 

140 

120 

150 

140 

119* 

120 

120 

140 

155 

120 

120 

100* 

140 

120 

140 

120 

120 

120* 

140 

120 

120 

120 

140 

120 

120 

180 

180 

125 

180 

120 

140 

140 

160 



109 
79 

129 
73 
57 
86 
81 
89 



90 

56 

61 

68* 

80 

66* 
157 
104 
116 
102 
143 
139 

75 

82 
141 
103 

67 

66 
129 

84 
149 
104 

98 

89 
122 

49* 

96 
116 

80 
105 

70 
101 
150 

83 
114 
142 

90 

77 
172 

62 

96 
110 
172 

63 

80 

63 

96 

52 

71 

81 

56* 

69 
127 

73 

69 

59 

58 



72 
45 
67 
42 
36 
58 
70 
55 
56 
45 
71 
38 
41 
52 
60 
44 
86 
70 
76 
81 
88 
76 
47 
46 
72 
72 
34 
36 

107 
68 
92 
74 
48 
64 
82 
33 
54 
72 
35 
51 
31 
60 

121 
53 
58 
88 
54 
44 

103 
42 
77 
56 
97 
36 
32 
31 
55 
32 
49 
67 
34* 
38 
64 
37 
31 
32 
43 



♦The star indicates that the school has fallen below the standard in one or more 
particulars during the past scholastic year. 



List of rural graded schools receiving state aid, 

JULY 1, 1913, TO JUNE 30, 1914. — Continued. 



County. 



School. 






* a 



Lancaster 



Laurens 



Lee 

Lexington 
Marion . . 
Marlboro 

Newberry 



Oconee 



Orangeburg 



Pickens 



Saluda 



Spartanburg 



New Bethel 

Tabernacle 

Tradesville 

Rich Hill 

Caston 

Pleasant Plain 

Antioch 

Green Pond (Dials) 

Shiloh (Dials) 

New Harmony (Dials)... 

Lanford (Lanford) 

Prospect (Laurens) 

Ora (Ora) 

Princeton (Sullivan) . . . 
Poplar Springs (Sullivan 
Waterloo (Waterloo) . . . 
Friendship (Youngs) . . . 
HuntersviUe (Youngs) . . 

Hebron 

Rocl£ Hill 

Pelion 

Zion 

Brownsville 

Boykin 

Blenheim 

St. Luke's 

Pomaria 

Jolly Street 

Trinity 

Jalapa 

Zion 

Silverstreet 

Tokeena 

Providence 

Fair Play 

South Union 

Tabor 

Richland 

Oak Grove 

Clemson College 

Keowee 

Salem 

Ebenezer 

Barles 

Four Holes 

North Willow 

Neeses 

St. George 

Cordova 

Zion 

Vineland 

Dacusville ; . . . . 

Gates 

Oolenoy 

Montvale 

Holly 

Eulala 

Zoar 

Ward 

Providence 

New Pisgah 

Pauline 

Disputanta 

Gramling 

Wellford 

Cavins 

Gowensville 

Peru 



10 


2 


125 


90 


11 


2 


120 


71 


12 


2 


120 


97 


24 


2 


120 


90 


32 


2 


160 


148 


33 


3 


100* 


132 


49 


2 


120 


101 


1 


3 


140 


127 


3 


8 


140 


93 


4 


2 


140 


72 


10 


3 


160 


97 


2 


2 


160 


67 


12 


2 


160 


56 • 


1 


3 


160 


127 


8 


2 


125 


88 


14 


3 


160 


78 


2 


2 


130 


69 


4 


2 


130 


110 


18 


3 


140 


76 


26 


3 


140 


92 


25 


2 


160 


104 


31 


8 


120* 


148 


1 


8 


140 


79 


11 


2 


160 


79 


15 


2 


160 


73 


13 


2 


130 


106 


26 


2 


160 


60 


33 


2 


120 


80 


45 


2 


140 


51 


48 


2 


160 


50 


56 


2 


160 


54 


58 


2 


160 


61 


2 


2 


120 


60 


• 3 


2 


120 


112 


6 


3 


140 


154 


7 


3 


160 


137 


10 


2 


140 


80 


19 


2 


128 


72 


22 


2 


140 


103 


32 


2 


180 


82 


35 


3 


140 


166 


42 


3 


160 


161 


69 


3 


140 


181 


71 


2 


120 


100 


8 


4 


160 


129 


44 


3 


140 


122 


68 


3 


160 


95 


74 


3 


160 


94 


75 


2 


180 


91 


3 


2 


130 


89 


16 


2 


120 


105 


17 


3 


140 


162 


22 


2 


120 


114 


36 


3 


140 


100 


56 


2 


120 


79 


7 


2 


120 


115 


8 


2 


90* 


77 


14 


2 


140 


65 


17 


3 


160 


129 


46 


3 


160 


121 


4 


2 


140 


83 


20 


2 


120 


121 


27 


3 


140 


111 


31 


4 


140 


274 


48 


3 


160 


89 


51 


2 


106* 


62 


52 


9 


120 


124 


63 


2 


120 


116 



81 
40 
52 
70 
65 
62 
53 
81 
58 
45 
59 
41 
35 
77 
60 
54 
51 
64 
60 
75 
69 

112 
40 
50 
51 
78 
40 
49 
81 
35 
37 
47 
36 
58 
88 
70 
45 
54 
57 
64 
71 
82 
75 
50 
91 
76 
51 
57 
47 
52 
55 
86 
65 
65 
50 
64 
47 
41 
78 
79 
37 
72 
73 

138 
57 
41 
67 
63 



♦The star indicates that the school has fallen below the standard in one or more 
particulars during the past scholastic year. 



LIST OF RURAL GRADED SCHOOLS RECEIVING STATE AID, 
JULY 1, 1913, TO JUNE 30, 1914. — Continued. 



County. 


School. 


01 

s 


M 
<U 

o 
VS 


a 


a 

_a 

o 
u 

a 


0) 

d 

0) as 
tH g 


Spartanburg. . . . 


Rich Hill 


68 
75 
76 
78 
80 
82 
88 
91 
93 
95 
2 
3 
9 
12 
14 
16 
20 
22 
17 
19 
27 
28 
29 
36 
39 
41 
15 
21 
22 
29 
33 
35 
39 
44 
45 
49 
50 
51 
52 


2 
3 
2 
3 
2 
3 
3 
2 
2 
3 
3 
4 
2 
2 
2 
2 
2 
2 
3 
2 
5 
3 
2 
2 
2 
2 
2 
2 
2 
2 
2 
3 
3 
2 
2 
2 
3 
2 
3 


120 

180 

120 

140 

180 

140 

160 

140 

160 

140 

148 

133* 

160 

156 

134 

155 

136 

153 

120* 

140 

160 

140 

140 

120 

120 

140 

160 

180 

140 

160 

145 

140 

160 

140 

140 

120 

140 

160 

120* 


64 
135 

81 
171 

69 
101 

82 

56 

74 
102 

74* 
137* 

83 

70 

54 

54 

58 

51 

74* 

66 

89 
112 

48* 

71 

51 

41* 

59 

75 

66 

63 

65 

93 
135 

75 

50 

89 

84 

51 

69* 


48 




74 






53 






71 






82 




Glenn Springs 

Hobbvsvllle 


59 
40 






34 






35 




Pelham 


53 


Sumter 




49 


Bethel 


89 




Dalzell 


58 




Shiloh 


36 




Trinity ■. 


32 






40 






30 






31 


Union 

Williamsburg . . . 




42 




50 




70 




Cedar Swamp 


69 
24* 






40 






30 




Trio 


24* 




Bullock Creek 


36 




Filbert 


60 






43 






37 




Philadelphia 


39 






57 




Gold Hill 


72 






46 






32 




Cotton Belt 


60 




Mt Holly 


53 






32 






37* 









*The star indicates that the school has fallen below the standard in one or more 
particulars during the past scholastic year. 



10 

THE SEASONS FOE THE LAW. 

In 1907 the General Assembly of South Carolina made a State 
appropriation for the encouragement of high schools. The State 
aid granted to high schools under this Act was conditioned on 
the attainment of prescribed standards of efficiency. The efficacy 
of the High School Act has been amply demonstrated. Under its 
influence the number of high school teachers and pupils has been 
doubled in five years. The provisions of the Act restricted the 
appropriation to smaller towns and country communities where 
limited resources would render it difficult to maintain the addi- 
tional school facilities contemplated by the law. The State High 
School aid is now conditioned on a 2-mill special levy. 

Acting on the same principle, the General Assembly in 1909 
passed the Garris, or Term Extension Act. This Act now pro- 
vides that a school district which is not able from the regular 
school funds to maintain a five months' term may, upon voting a 
tax of two mills or more, receive from the State Treasury a sum 
equal to that raised by the tax, not to exceed $100 to any district. 
The principle of State assistance conditioned on self-help has 
also in this law received ample justification. Under its provisions 
nearly fourteen hundred of the districts in South Carolina have 
voted special taxes for lengthening the school term, have raised 
the teachers' salaries, and improved the quality of the instruction. 

The State and County Building Acts constitute another exem- 
plification of the wisdom of the same principle. Under these Acts 
the help of the State and county is extended to the school district 
willing to give of its own resources to erect a building which 
embodies the established principles of good school architecture 
and has been approved by the State Board of Education. 

In the administration of the High School and the Term Exten- 
sion appropriations it was discovered that there were cases which 
it was difficult to reach under these Acts. The limitation of the 
Term Extension appropriation to $100 for a district made it 
admirably adapted to serve the needs of the one-teacher country 
school. A country community thickly populated with white peo- 
ple and with a school enrollment which made necessary the 
employment of two or more teachers was evidently at a decided 
disadvantage, and these were the districts which needed most 
the stimulation of the State appropriation. Many such rural 
communities attempted to organize the rural high school, but in 
most this effort ended in failure or in partial success. It was 



11 

difficult to maintain the high school enrollment of 15 pupils which 
was required by the high school law, and it was not desirable that 
the principal should give all his time to the instruction of the 
small attendance in the high school department. There were 
numerous instances where a high school teacher receiving half 
the total salary paid in the school was giving his time to the 
instruction of 10 or 15 pupils in the high school department, while 
his two assistants were each struggling with an enrollment of 
50 or 60. The Rural Graded School Act aims to give relief from 
these conditions. 

The rural graded school is not a high school. It does not con- 
template in any circumstance more than two years of high school 
work, and whether or not this is given should be governed by the 
best interests of the school, as a whole, and by its proximity to a 
regularly organized high school. If there is a high school within 
reach of the pupils, the good of the majority certainly demands 
that the time of the teaching force be devoted to the elementary 
work. It is distinctly understood that the principal shall not 
neglect the elementary work of the school in order to give his 
attention to the few pupils who may be taking the more advanced 
subjects. The State authorities will look with decided disfavor 
upon any schedule or division of work which places an over- 
whelming burden of numbers on the primary and intermediate 
grades of the school. 

Sometimes a principal fails to comprehend the spirit and pur- 
pose of the law. An application for admission has just reached 
the State Superintendent's office in which it is shown that a pri- 
mary teacher receiving $33 per month is endeavoring to teach 
more than 60 children ; an intermediate teacher at $40 per month 
has been assigned to more than 50, while the principal, receiving a 
salary of $85 ($12 more than the combined salary of the other 
two teachers) has taken the 14 pupils comprising the three higher 
grades of the school. Such a division of work is absolutely out 
of harmony with the spirit of the rural graded school. It is 
unjust to the teachers and even more unjust to the elementary 
pupils. The limited time which can be devoted to the lower 
grades under such an arrangement will effectually prevent most 
of the pupils from ever reaching the vacant places in the upper 
ranks. It may not always be possible to divide the pupils equally 
among the teachers, but the principal should have at least two- 
thirds as many pupils as any other teacher in the school. This 



12 

may shorten some of the recitation periods and may compel the 
combination of classes and other devices for saving time. It is 
easier, however, to do this with older pupils who are in a measure 
able to direct their own studies than with the small children who 
must work under the constant direction of the teacher. 

THE SCHOOL BUILDING. 

The regulations of the State Board of Education require that 
each teacher in the rural graded school shall be provided with a 
separate room. Rooms separated by a curtain will not suffice. If 
your present building is inadequate and does not conform to 
hygienic demands, the district should consider a thorough 
remodeling or the erection of a new building in accordance with 
the State plans. A bulletin issued by Clemson College for the 
State Department of Education may be obtained from the State 
Superintendent, and the blue prints for these designs and for 
other special designs may be obtained from the Engineering 
Department of the College. Trustees should consult with the 
County Superintendent of Education and should secure the 
approval of plans in order to secure any aid which may be granted 
under the State laws. 

FUENITURE. 

The requirements for recognition as a rural graded school 
require a building to be provided with comfortable desks for 
teachers and pupils. In order to conform to the size of the pupils 
the ordinary school building should be furnished with desks of 
four sizes: No. 5's, No. 4's, No. 3's and No. 2's. These desks 
should be carefully screwed to the floor with the following dis- 
tances between backs: No. 5's, 22 inches; No. 4:'s, 24 inches; No. 
3's, 26 inches; No. 2's, 28 inches. Desks which are not fastened 
securely to the floor are very quickly shaken to pieces or broken. 
A comfortable desk and chair should be provided for the teacher. 

LIGHTING, VENTILATION AND HEATING. 

Good hygiene requires that the windows of a schoolroom should 
be about one-fifth of the floor space. All pupils should be seated 
so that the light comes from the left and rear. They should never 
sit facing the light. The windows should be provided with 
shades to control the direct sunlight. The shades should be 



13 

adjusted to suit the changing light. The writer frequently visits 
schoolrooms where shades are seemingly regarded as ornaments. 

They are frequently pulled down so as to cover half the win- 
dow and remain in this position throughout the school year 
obstructing the light which the window was intended to give. 
Used in this way they do vastly more harm than good. 

A jacketed stove with a fresh air intake and ventilating flue 
affords the best ventilation. Where this is not possible, an ordi- 
nary stove may be equipped with a sheet iron jacket and placed 
in the corner of the room where it will not interfere with the seat- 
ing. The teacher should constantly have in mind the ventilation 
of the schoolroom. As an additional precaution, the windows 
should be opened and the room given a complete airing at every 
recess period. 

BLACKBOAEDS. 

The best school work demands good blackboards. The regula- 
tions provide for at least 20 lineal feet per classroom. Hyloplate 
or some other w^ood pulp composition makes the best blackboard 
for the country school. In order to secure durability this board 
should be held in place by moulding. 

MAPS. 

To aid the purchasers of school maps in securing excellent qual- 
ity at the lowest prices, the State Board of Education has 
approved the maps of Rand, McNally & Company, and recom- 
mends their use in the public schools of the State. The prices of 
these maps are listed below : 

Maps recommended by the State Board of Education. Prices 
f. o. b. Chicago. 

Universal Series Wall Maps, 41x58 and 41x52 inches — the East- 
ern and Western Hemispheres, United States, North America, 
South America, Europe, Asia and Africa — 

On common roller, each $1 00 

On portable board, each 1 75 

On spring roller, in diamond or steel case 2 00 

Set of four in globe case 7 50 

Set of eight in globe case 12 00 

Set of eight in roller front case 15 00 



14 

Globe Series Wall Maps, hand-mounted, 41x58 and 41x52 
inches — The Eastern and Western Hemispheres, United States, 
North America, South America, Europe, Asia and Africa — 

On common roller, each $1 50 

On portable board, each 2 50 

On spring roller, in diamond or steel case 3 00 

Set of four maps in globe case 12 00 

Set of eight maps in globe case 20 00 

The best form in which to purchase the required maps is in 
separate steel roller cases. They may be taken to the different 
rooms as needed, and returned to a rack provided for them when 
not in use. 

THE LIBEAEY. 

The library is perhaps the most important item in the equip- 
ment of any school. In many country homes there is a dearth of 
reading material. As a consequence many country children never 
form the reading habit. Most of the books should be simple and 
interesting, and adapted to the elementary grades. It is in these 
grades that the reading habit is usually formed. In addition to 
the regular circulating library, the school should, whenever possi- 
ble, be provided with sets of supplementary readers for class use. 
Every rural graded school should take advantage of the law which 
gives State and county aid to the enlargement of the library each 
year. 

Supplementary Reading. 

It is generally conceded that in the teaching of reading results 
have been less satisfactory than in the teaching of any other of 
the common school branches. The failure of many pupils to read 
thoughtfully and intelligibly, critics say, is due to the rapid pro- 
motion of pupils from one grade to another before sufficient 
familiarity with the reading texts is acquired. 

To improve the teaching of reading and to cultivate an interest 
in reading on the part of the pupils the Legislature passed, in 
1914, an "Act to Provide Supplementary Eeading for the Public 
Schools." This law is not intended to supplant or to interfere in 
any particular with the old library law that has been in operation 
for several years. It is like the former law in that it is based 
upon local self-help and in the method of securing the State and 



15 

county appropriations. It differs from the former law in the 
amount of State and county aid that can be secured ; that is, when 
any school has raised any' sum of money from $5.00 to $25.00 for 
the purchase of supplementary readers, a like sum from the 
county and also from the State is available. 

It is greatly to be desired that the teachers of the State will 
begin at once to secure the benefits of this law in their respective 
schools. When the funds have been secured, the books should be 
selected in sets with the number in each set sufficient to supply 
each pupil of a reading class with a book, or two pupils with one 
book. 

It is intended that these supplementary readers should serve at 
least two purposes. They will afford the pupils more reading 
material without additional cost to their parents, and will enable 
the teacher to give the pupils of each grade more practice in 
reading before advancing them to the next grade. These books 
also will give opportunity for more sight reading. It is a helpful 
exercise and a delightful change for the pupils to have from time 
to time at the regular reading period a sight lesson from another 
book instead of the regularly prepared lesson. 

It is confidently expected that a judicious use of these books 
adopted by the State Board of Education in 1914 will greatly 
improve the reading in the public schools of the State. 



16 

SUPPLEMENTARY READING BOOKS. 



Price to 
Author. Title. Publisher. S. C. Schools 

Beginners' Books — 

Haliburton Primer D. C. H. Co 25 

Banta & Benson Brownie Primer A. P. Co 32 

Fox Indian Primer A. B. Co 23 

First Year Books — 

Holbrook Hiawatha Primer H. M. Co 36 

Stevenson Dramatic Readers, Book I. ... H. M. Co 29 

Grubb & Taylor Industrial Primary Reader. . .D. C. H. & Co 30 

Second Year Books — 

Wiltse Folk Lore Stories & Proverbs . . G. & Co . . 27 

Eugene Field Reader C. S. Sons 37 

Blaisdell Boy Blue and His Friends. . .L. B. & Co 36 

Gardner Nature Stories Mac. Co 35 

Turner Our Common Friends and Foes A. B. Co 27 

Norton Heart of Oak Reader, Book I.D. C. H. & Co 20 

Stevenson Dramatic Reader, Book II .... H. M. Co 34 

Third Year Books — 
Godolphin Swiss Family Robinson for 

Young Readers E. P. D. Co .38 

Stevenson Children's Garden of Verses. .R., McN. & Co. . . . .45 

Holbrook Book of Nature Myths H. M. Co 41 

Baldwin Old Greek Stories A. B. Co 41 

Williamson Life of Robt. E. Lee B. F. J. Pub. Co. . .31 

Norton Heart of Oak Reader, Book II.. D. C. H. & Co 28 

Stevenson Dramatic Readers, Book III. .H. M. Co 38 

Fourth Year Books — 

Brown In the Days of Giants H. M. Co 45 

Williamson Life of Washington B. F. J. Pub. Co. . .35 

Evans & Duncan Farm Life Reader, Book IV. .S. B. & Co 35 

Holbrook Northland Heroes H. M. Co 32 

Pyle Some Merry Adventures of 

Robin Hood C. S. Sons 47 

Sneath, Hodges & Stevens. Golden Ladder Mac. Co 35 

Arabian Nights H. M. Co 36 

Brown Stories of Woods and Fields . . W. B. Co 38 

Stevenson Dramatic Readers, Book IV. .H. M. Co 48 

Fifth Year Books — 
Scudder Book of Fables and Folk 

Stories H. M. Co 41 

Williamson Life of Stonewall Jackson. . . .B. F. J. Pub. Co. . .35 

Brown When the World Was Young.. W. B. Co 38 

Sneath, Hodges & Stevens. Golden Path Book Mac. Co 38 

Brown Stories of Childhood & Nature. W. B. Co 38 

Hawthorne Wonder Book H. M. Co 36 

Evans & Duncan Farm Life Reader, Book V. . .S. B. & Co 40 

Stevenson Dramatic Readers, Book V..H. M. Co 58 



17 

SANITATION AND HEALTH. 

The rural graded school should not only present a model in 
sanitation for the smaller schools of the county, but should assist 
in developing better sanitary ideals for the home. The well and 
water supply should be carefully looked after, and each school 
should have two well-kept sanitary closets built in accordance 
with the approved specifications of the State Board of Health. 
These plans and specifications may be obtained on request from 
the State Board of Health, Columbia, S. C. The building and 
grounds should be kept as clean as a well-kept home. A standard 
floor dressing will keep down dust. 

The school should see that each room is provided with a cov- 
ered water cooler with automatic faucet and pu])ils should use 
individual drinking cups. Instructions in practical sanitation 
should be one of the features of the school work. The State and 
County Medical Associations have kindly offered to co-operate 
free of charge with teachers and school trustees in the conserva- 
tion of the health of school children. The State Dental Associa- 
tion has made a similar offer. The teachers and trustees of the 
rural graded schools should consult with the local physicians and 
should be leaders in the movement for better public health. 

SUPPLEMENTARY EQUIPMENT. 

The good rural graded school should by no means be content 
with this minimum equipment. Its walls should gradually be 
ornamented with good pictures which will develop the esthetic 
taste of its pupils. The work room should be fitted with sim- 
ple, practical work benches and tools. A simple school kitchen 
may be fitted out at a nominal cost, and the laboratory may be 
easily supplied with inexpensive apparatus and illustrative 
material for use in physical geography, botany, agi'iculture, and 
physics. The school grounds should be fenced and should be 
ornamented with flowers and shrubbery. A good playground 
should be maintained with games for boys and girls, and every- 
thing should be done which will contribute to the beauty and 
attractiveness of the building and surroundings. 

SCHOOL GARDENS AND EXPERIMENT PLOTS. 

Several schools in South Carolina have successfully maintained 
school gardens. Mr. W. W. Long, the State Director of the Farm 



18 

Demonstration Work, has planned the establishment of experi- 
mental plots for demonstration of crop rotation in connection 
with five schools in each county. On these plots will be given a 
practical demonstration of the principles of soil building adapted 
to South Carolina. Every rural graded school in the State should 
plan to carry on this work in connection with the agricultural 
instruction. 

COMMUNITY ACTIVITIES. 

The rural graded school should endeavor to be a community 
social and educational center. By all means it should have an 
organized literary society in which its older pupils and the young 
men and women of the community may have an opportunity for 
exercise in public speaking and debate. An occasional entertain- 
ment based usually on the everyday work of the pupils will give 
an incentive to special effort on the part of the pupils and will 
afford a source of pleasure and interest to the parents. We 
strongly advise against the use of school study hours for the 
preparation of elaborate entertainments and plays not directly 
connected with the course of study. The entertainment should 
be such as to awaken the interest of parents and pupils in the 
regular course of study rather than to divert effort into other 
channels. 

AGRICULTUKAL CLUB WORK. 

The rural graded school should be the recruiting station for the 
Boys' Corn Club and Girls' Canning Club. The success of these 
clubs will depend largely on the intelligent interest and enthu- 
siasm of the teacher. Even where there is no equipment for 
domestic science, the teacher may organize her larger girls into 
a Homemakers' Club, which will meet weekly at the homes of 
the members, and work along lines suggested by the Extension 
Department of Winthrop College. 

ATHLETICS. 

Most of the counties in South Carolina have now organized 
the County Field Day. The rural graded school should be pro- 
vided with a track and the home-made apparatus necessary for 
the practice in the running high jump, the pole vault, and the 
other events which make up the Field Day contests. The teacher 
should provide himself with the bulletins on school athletics 



19 

issued by the University and Clemson College. This athletic 
training appeals strongly to the older boys and will contribute 
to regular attendance and to good discipline. 

THE COURSE OF STUDY. 

The course of study approved by the State Board of Education 
and printed in the Elementary Manual and the text-books adopted 
by the State Board will form the basis of the rural graded school 
work. Modifications of this to meet local conditions must receive 
the approval of the State Superintendent of Education. 

DAILY PROGRAMS. 

The following daily programs are suggested for two and three- 
teacher schools. These programs will frequently require modifica- 
tion to meet special conditions. The programs of the teachers 
must be submitted to the State Superintendent of Education as 
a prerequisite to recognition and State aid. The assignment of 
grades to the several teachers will vary with conditions. As 
previously stated, there should be no great inequality in the size 
of the classes assigned to the several teachers. In one of the best 
schools which the writer has recently visited the principal has 
reached this end by taking the beginners in her room with the 
upper grades. 

SUGGESTED PROGRAM FOR A TWO-TEACHER 

SCHOOL. 







PRIMARY 


- GRADES. 


Hour. 


Time 


Grade. 


Subject. 


8:45- 9:00 


15 


All 


Opening. 


9:00- 9:15 


15 


1 


Primer. 


9:15- 9:30 


15 


1 


First Reader. 


9:30- 9:45 


15 


2 


Second Reader. 


9:45-10:00 


15 


3 


Third Reader. 


10:00-10:15 


15 


1 


Number Work. 


10:15-10:30 


15 


2 


Arithmetic. 


10:30-10:45 


15 


All 


Recess. 


10:45-11:00 


15 


3 


Arithmetic. 


11:00-11:15 


15 


All 


Stories and Conversation, 


11:15-11:30 


15 


All 


Writing. 



20 



Hour. 


Time 


Grade. 


Subject. 


11 :30-ll :45 


15 


2-3 


Spelling and Dictation. 


11:45-12:00 


15 


1 


Primer. 


12:00- 1:00 


60 


All 


Recess, play, school gardening. 


1:00- 1:15 


15 


1 


First Reader. 


1:15-1:30 


15 


2 


Second Reader. 


1:30- 1:45 


15 


2-3 


Language Work. 


1:45- 2:00 


15 


All 


Stories and oral reading by 
pupils. 


2:00- 2:15 


15 


All 


Drawing. 


2:15- 2:30 


15 


All 


Recess. 


2:30- 2:45 


15 


3 


Reading. 


2:45- 3:15 


30 


All 


Nature Study and manual work 
correlating with Reading, 
Number "Work and Drawing. 


3:15- 3:30 


15 


All 


Hygiene. 


3:30- 3:45 


15 


All 


Singing and Memory Gems. 


3:45 






Dismissal. 



At intervals between recitations teacher should direct the seat 
work of pupils. 



ADVANCED GRADES. 



Hour. 


Time 


Grade. 


Subject. 


8:45- 9:00 


15 


All 


Opening. 


9:00- 9:20 


20 


4 


Reading. 


9:20- 9:40 


20 


5 


Reading. 


9:40-10:00 


20 


6-7 


Reading. 


10:00-10:15 


15 


4-5 


Spelling. 


10:15-10:30 


15 


6-7 


Spelling. 


10:30-10:45 


15 


All 


Recess. 


10:45-11:10 


25 


4-5 


Arithmetic. 


11:10-11:35 


25 


6-7 


Arithmetic. 


11:35-11:45 


10 


4 


Hygiene. 


11 :45-12 :00 


15 


All 


Nature Study and Agriculture. 


12:00-1:00 


60 


All 


Recess for dinner, play, manual 
work, school gardening and 
cooking. 


1:00- 1:15 


15 


4 


Language. 


1:15- 1:30 


15 


5 


Language. 


1:30- 1:45 


15 


6 


Grammar, Language. 


1:45- 2:00 


15 


, 7 


Grammar, Language. 



21 



Hour. 


Time 


Grade. 


Subject. 


2:00- 2:15 


15 


All 


Writing and Drawing. 


2:15- 2:30 


15 


All 


Recess. 


2:30- 2:45 


15 


6 


Hygiene. 


2:45- 3:00 


15 


4 


Geography. 


3:00- 3:15 


15 


5 


Geography. 


3:15- 3:30 


15 


6-7 


Geography. 


3:30- 3:45 


15 


5-6 


History. 


3:45- 4:00 


15 


7 


History and Civics. 



PEOGRAM FOR THREE-TEACHER SCHOOL. 



PRIMARY GRADES. 



Hour. 



First, Advanced First and Second. 
Time Grade. Subject. 



8:45- 9:00 


15 




All 


9:00- 9:15 


15 




1 


9:15- 9:30 


15 


Adv. 


1 


9:30- 9:45 


15 




2 


9:45-10:00 


15 




1 


10:00-10:15 


15 


Adv. 


1 


10:15-10:30 


15 




2 


10:30-10:45 


15 




All 


10:45-11:00 


15 




All 


11:00-11:15 


15 




All 


11:15-11:30 


15 




2 


11:30-11:45 


15 




1 


11:45-12:00 


15 


Adv. 


1 


12:00- 1:00 


60 




All 



1:00- 1:15 



15 



All 



1:15- 


1:30 


,15 


2 


1:30- 


2:00 


30 


All 


2:00- 


2:15 


15 


All 


2:15- 


2:30 


15 


All 


2:30- 


2:45 


15 


1 


2:45- 


3:15 


30 


All 



Opening. 

Primer. 

First Reader. 

Second Reader. 

Number Work. 

Number Work. 

Arithmetic. 

Recess. 

Stories and Conversation. 

Writing. 

Spelling and Dictation. 

Reading and Phonics. 

Reading and Spelling. 

Recess for lunch, play, school 

gardening. 
Stories and oral reading by 

pupils. 
Reading. 

Drawing and hand work. 
Supervised play in yard. 
Recess. 

Word Drill and Reading. 
Nature Study and manual work 

correlated with Reading, 

Numbers and Drawing. 



22 



Hour. 


Time 


Grade. 


Subject. 


3:15- 3:30 


15 


All 


Health Lessons. 


3:30- 3:45 


15 


All 


Singing. 


3i45 






Dismissal. 




THIRD, 


FOURTH AND FIFTH GRADES. 


Hour. 


Time. 


Grade. 


Subject. 


8:45- 9:00 


15 


All 


Opening. 


9:00- 9:15 


15 


3 


Reading. 


9:15- 9:30 


15 


4 


Reading. 


9:30- 9:45 


15 


5 


Reading. 


9:45-10:30 


45 


All 


Arithmetic (see notes). 


10:30-10:45 


15 


All 


Recess. 


10:45-11:00 


15 


All 


Nature Study. 


11:00-11:10 


10 


3 


Spelling. 


11 :10-11 :20 


10 


4 


Spelling. 


11 :20-ll :30 


10 


5 


Spelling. 


11 :30-ll :45 


15 


3 


Reading. 


11 :45-12 :00 


15 


4 


Hygiene. 


12:00- 1:00 


60 


All 


Recess for lunch, play, school 
gardening. 


1:00- 1:15 


15 


5 


Language. 


1:15- 1:30 


15 


3 


Language. 


1:30- 1:45 


15 


4 


Language. 


1:45- 2:15 


30 


5 


History. 


2:15- 2:30 


15 


All 


Story telling and oral reading. 


2:30- 2:45 


15 


4 


Geography. 


2:45- 3:00 


15 


5 


Geography. 


3:00- 3:30 


30 


All 


Drawing and manual training. 


3:30- 3:45 


15 


All 


Singing. 


SIXTH, SEVENTH, EIGHTH AND NINTH GRADES. 


Hour. 


Time. 


Grade. 


Subject. 


8:45- 9:00 


15 


All 


Opening. 


9:00- 9:15 


15 


All 


Spelling. 


9:15- 9:45 


30 


6-7 


Arithmetic. 


9:45-10:15 


30 


8-9 


Algebra and Arithmetic. 


10:15-10:30 


15 


6-7 


Riverside Selections for Sixth 
Grade, even years; Riverside 
Selections for Seventh Grade, 
odd years. 



Hour. 


Time 


Grade. 


10:30-10:45 


15 


All 


10:45-11:15 


30 


8-9 


11:15-11:45 


30 


6-7 


11:45-1 '2:00 


15 


All 


12:00- 1:00 


00 


All 



23 

Subject. 

Recess. 

Grammar, Composition, Litera- 
ture. 

Grammar and Composition. 

Writing and Drawing. 

Recess for piay, cooking and 
manual training. 
1:00-1:30 30 8-9 Physical Geography, odd years ; 

General History, even years. 

South Carolina History. 

United States History. 

Civil Government, odd years; 
Botany or Agriculture, even 
years. 

Recess. 

Geography. 

Elective — Subjects to be selected 
by teacher from High School 
program of studies. 

Elective — Subjects to be selected 
by teacher from High School 
program of studies. 

Agriculture, odd years; Sanita- 
tion, even years. 

Assignment of work and dis- 
missal. 

NOTES AND SUGGESTIONS ON DAILY PROGRAM. 

Length of Daily Sessions. 

Teachers and school trustees will note the time suggested for 
opening and closing the daily sessions of the rural graded school. 
Country people are early risers and there is no reason why school 
should not open at 8:45. In the spring months, at least, it is 
advisable to open even earlier and dismiss at a correspondingly 
earlier hour. The State Department of Education has noted with 
disapprobation the tendency on the part of some country schools 
to shorten the daily session to accord with city customs. We feel 
that the best interest of the country school demands that teachers 
maintain the two daily sessions and observe the hours suggested 



1 :30- 


1:45 


15 


6 


1:45- 


2:00 


15 


7 


2:00- 


2:15 


15 


8-9 


2:15- 


2:30 


15 


All 


2 :30- 


3:00 


80 


6-7 


3:00- 


3:15 


15 


8 


3:15- 


3:30 


15 


9 


3:30- 


3:45 


15 


6-7 


3:45- 


4:00 


15 





24 

in the above program. Indeed, there is a marked reaction on the 
part of the city schools of the United States in favor of the longer 
day. 

Opening Exercises. 

Fifteen minutes has been assigned to the opening exercises. This 
should include the reading of a short appropriate selection from 
the scripture, the Lord's Prayer, and a hymn or song by the 
school. This introduction may be followed by such general exer- 
cises as will stimulate the interest of the pupils and secure prompt 
attendance. Short interesting readings and declamations, current 
events, songs, the recitation of memory gems, and nature study 
exercises adapted to the seasons and surroundings are all suita- 
ble for opening exercises. No other part of the school day is so 
good an index to the teacher's resourcefulness. 

Grouping the Subjects. 

It will be noted that the subjects of the course of study are 
given a certain grouping in the program. Although a definite 
number of minutes is assigned to each, it must not be construed 
that the teacher will divide his school into absolutely rigid groups, 
whose work is entirely separate. In the reading, for example, 
the teacher will frequently find it advisable to have the Second 
Grade read with the First Reader class, or she may combine the 
Third Grade and Second Grade into one reading class for variety 
or for review and for additional drill. The First and Second 
Grades, or the Second and Third Grades, or all of them, may 
sometimes put aside their school readers and may read together as 
one class selections from a set of easy supplementary readers 
which have been placed in the school library. The same arrange- 
ment is possible with the arithmetic classes. The Second and 
Third Grades may recite together in an oral drill in addition or 
in the multiplication table, or in easy exercises for quick analysis. 
A pupil ,may recite in two arithmetic classes when he needs 
review and drill to secure thoroughness and accuracy. Especially 
in the advanced grades will the program naturally telescope in 
many places. In my visits among the schools of the State I have 
sometimes seen a teacher assign a problem in arithmetic or algebra 
and sit idly by while the pupils worked ten minutes at the board. 
Instead of giving 15 minutes to each of two classes, it is fre- 
quently better to give 30 minutes to the combined classes, assign- 



25 

ing exercises and giving explanations alternately to the two sec- 
tions. In this way the teacher can save time and lengthen mate- 
rially the recitation periods. After written exercises have been 
assigned to one class at the board or at the seats, the teacher may 
utilize the interval for the direction of the seat work of the pri- 
mary grades. In many instances the whole school will work 
together. The periods devoted to story telling, conversation, writ- 
ing, drawing, the recitation of memory gems, oral reading from 
the platform, and nature study will usually include all the pupils 
in the room. The teacher should regard it as a favorable sym-j^tom 
when any recitation becomes so interesting as to attract the atten- 
tion of the whole room. Pupils learn much by this process of 
absorption. 

Alternation of Years. 

One method of saving time in the advanced grades is through 
alternation of studies by years. There is no reason, for example, 
why the Sixth and Seventh Grades should not read one year the 
work assigned to the Sixth Grade in the State course of study 
and on the following year that assigned to the Seventh. In this 
way the pupils cover the entire course of study and one recitation 
period is saved. The same is true of spelling. In language, 
instead of giving 15 minutes each to the Fourth and Fifth Grades, 
the two may usually be united in the same way. The same thing 
is true of the Fifth and Sixth Grades in history and of the Sixth 
and Seventh Grades in geography. If high school work is 
attempted, it is absolutely necessary to employ this device. This 
question is discussed at greater length in the Elementary Manual. 

Utilizing the Noon Hour. 

In the country most of the children will bring their lunches to 
school with them and will remain on the ground during the noon 
period. In addition to dinner and play, profitable work may be 
done during this intermission. The school garden may be worked 
and the grounds put in order. If the school has a work room and 
is attempting some manual training, or cooking, many pupils will 
prefer to utilize some part of the noon hour to complete work in 
which they are interested. The teacher will also utilize occasion- 
ally part of the noon hour for teaching new plays and games 
which will become community social assets. 



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